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Developing teaching strategies for distance (out of school) learning in primary and secondary schools.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

<mark>Journal publication date</mark>03/2000
<mark>Journal</mark>Educational Media International
Issue number1
Number of pages13
Pages (from-to)45-57
Publication StatusPublished
<mark>Original language</mark>English


The advent of a diversity of forms of information and communication technologies (ICT) enables a range of learning interactions and opportunities to be developed, at a distance. A range of initiatives, within the United Kingdom (UK) and elsewhere, are utilizing different forms of technology to support the teaching and learning of primary and secondary school pupils, aged 5-18 years and some aspects of those uses are being undertaken at a distance. The development of concepts through to practices - such as lifelong learning - are likely to depend for their success on establishing appropriate practices in primary and secondary schools from which to build forward, with distance learning strategies becoming used in those educational sectors which are then being taken as usable practices into adult life. The author argues that traditional distance learning concepts need to be reassessed in terms of the current context if both resources and practices are to be successfully developed and deployed in schools and outside schools. Questions such as why practices of distance learning should be considered for this age group and, in particular, how teachers will develop teaching in those forms to support their pupils, are likely to be crucial to any success. The author has undertaken a wide range of evaluation studies, which have looked at developing distance learning practices in primary and secondary schools and draws evidence from these and other sources, in addressing aspects of these central questions.